Top

Journal of Autism and Developmental Disorders

Gepubliceerd in:

27-08-2019 | Original Paper

Thinning Schedules of Reinforcement Following Functional Communication Training for Children with Intellectual and Developmental Disabilities: A Meta-analytic Review

Auteurs: Reem Muharib, Fahad Alrasheed, Jennifer Ninci, Virginia L. Walker, Ashley P. Voggt

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 12/2019

Abstract

Functional communication training (FCT) is an evidence-based practice used to mitigate challenging behavior by increasing functional communication skills. To increase the practicality and feasibility of FCT in natural settings, thinning schedules of reinforcement are typically programmed following FCT. In this review, we meta-analyzed 28 studies that incorporated a thinning schedule procedure following FCT for 51 children with intellectual and developmental disabilities ages 8 and younger. Using Tau-U, the results demonstrated overall moderate effect sizes for both challenging behavior and functional communication responses. Additionally, moderator analyses pertaining to participant characteristics, interventions, and study quality were conducted. Thinning procedures were most effective for children who had stronger communication repertoire. Implications for future research and practice are discussed.

vorige artikel Memory for Rules and Output Monitoring in Adults with Autism Spectrum Disorder

volgende artikel Pubertal Development Measurement in Children With and Without Autism Spectrum Disorder: A Comparison Between Physical Exam, Parent- and Self-Report

Andzik, N. R., Cannella-Malone, H. I., & Sigafoos, J. (2016). Practitioner-implemented functional communication training: A review of the literature. Research and Practice for Persons with Severe Disabilities,41, 79–89. https://doi.org/10.1177/1540796916633874.CrossRef

*Beaulieu, L., van Nostrand, M. E., Williams, A. L., & Herscovitch, B. (2018). Incorporating interview-informed functional analyses into practice. Behavior Analysis in Practice,11(4), 385–389.CrossRef

Berg, W., Wacker, D., Harding, J., Ganzer, J., & Barretto, A. (2007). An evaluation of multiple dependent variables across distinct classes of antecedent stimuli pre and post functional communication training. Journal of Early and Intensive Behavioral Intervention, 3, 305–333.CrossRef

Betz, A. M., Fisher, W. W., Roane, H. S., Mintz, J. C., & Owen, T. M. (2013). A component analysis of schedule thinning during functional communication training. Journal of Applied Behavior Analysis, 46, 219–241.CrossRef

Biggs, E. E., & Meadan, H. (2018). Early communication interventions for young children with intellectual and developmental disabilities: The roles of natural communication partners. International Review of Research in Developmental Disabilities,55, 1–37. https://doi.org/10.1016/bs.irrdd.2018.08.005.CrossRef

Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to meta-analysis. Chichester: Wiley.CrossRef

Brady, N. C., Bruce, S., Goldman, A., Erickson, K., Mineo, B., Ogletree, B. T., … Wilkinson, K. (2016). Communication services and supports for individuals with severe disabilities: Guidance for assessment and intervention. American Journal on Intellectual and Developmental Disabilities, 12, 121–138CrossRef

*Braithwaite, K. L., & Richdale, A. L. (2000). Functional communication training to replace challenging behaviors across two behavioral outcomes. Behavioral Interventions: Theory & Practice in Residential & Community-Based Clinical Programs,15(1), 21–36.CrossRef

Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis,18(2), 111–126.CrossRef

Chaffee, R. K., Briesch, A. M., Johnston, A. H., & Volpe, R. J. (2017). A meta-analysis of class-wide interventions for supporting student behavior. School Psychology Review,46, 149–164. https://doi.org/10.17105/SPR-2017-0015.V46-2.CrossRef

Chezan, L. C., Wolfe, K., & Drasgow, E. (2018). A meta-analysis of functional communication training effects on problem behavior and alternative communicative responses. Focus on Autism and Other Developmental Disabilities,33, 195–205. https://doi.org/10.1177/1088357617741294.CrossRef

Cooper, H., Hedges, L., & Valentine, J. (2009). The handbook of research synthesis and meta-analysis. New York: Russell Sage Foundation.

Cowan, R. J., Abel, L., & Candel, L. (2017). A meta-analysis of single-subject research on behavioral momentum to enhance success in students with autism. Journal of Autism and Developmental Disorders,47, 1464–1477. https://doi.org/10.1007/s10803-017-3076-6.CrossRefPubMed

Cumming, T. M., & Rodríguez, C. D. (2017). A meta-analysis of mobile technology supporting individuals with disabilities. The Journal of Special Education,51, 164–176. https://doi.org/10.1177/0022466917713983.CrossRef

Davis, T. N., Weston, R., Hodges, A., Uptegrove, L., Williams, K., & Schieltz, K. M. (2018). Functional communication training and demand fading using concurrent schedules of reinforcement. Journal of Behavioral Education, 27, 343–357.CrossRef

Durand, V. M., & Moskowitz, L. (2015). Functional communication training: Thirty years of treating challenging behavior. Topics in Early Childhood Special Education,35, 116–126. https://doi.org/10.1177/0271121415569509.CrossRef

Emerson, E., Kiernan, C., Alborz, A., Reeves, D., Mason, H., Swarbrick, R., … Hatton, C. (2001). The prevalence of challenging behaviors: A total population study. Research in Developmental Disabilities, 22, 77–93.CrossRef

Falcomata, T. S., Muething, C. S., Gainey, S., Hoffman, K., & Fragale, C. (2013). Further evaluations of functional communication training and chained schedules of reinforcement to treat multiple functions of challenging behavior. Behavior Modification, 37, 723–746. https://doi.org/10.1177/0145445513500785.CrossRefPubMed

Falcomata, T. S., Roane, H. S., Feeney, B. J., & Stephenson, K. M. (2010). Assessment and treatment of elopement maintained by access to stereotypy. Journal of Applied Behavior Analysis, 43, 513–517. https://doi.org/10.1901/jaba.2010.43-513.CrossRefPubMedPubMedCentral

*Falcomata, T. S., Roane, H. S., Muething, C. S., Stephenson, K. M., & Ing, A. D. (2012a). Functional communication training and chained schedules of reinforcement to treat challenging behavior maintained by terminations of activity interruptions. Behavior Modification,36(5), 630–649.CrossRef

Falcomata, T. S., White, P., Muething, C. S., & Fragale, C. (2012b). Functional communication training and a chained schedule of reinforcement procedure to treat challenging behavior with multiple functions. Journal of Developmental and Physical Disabilities, 24, 529–538.CrossRef

Falcomata, T. S., & Wacker, D. (2013). On the use of strategies for programming generalization during functional communication training: A review of the literature. Journal of Developmental and Physical Disabilities,25, 5–15. https://doi.org/10.1007/s10882-012-9311-3.CrossRef

Fallon, L. M., Collier-Meek, M. A., Maggin, D. M., Sanetti, L. M. H., & Johnson, A. H. (2015). Is performance feedback for educators an evidence-based practice? A systematic review and evaluation based on single-case research. Exceptional Children,81, 227–246. https://doi.org/10.1177/0014402914551738.CrossRef

Fisher, W. W., Greer, B. D., Fuhrman, A. M., & Querim, A. C. (2015). Using multiple schedules during functional communication training to promote rapid transfer of treatment effects. Journal of Applied Behavior Analysis, 48, 713–733.CrossRef

Fisher, W. W., Greer, B. D., Querim, A. C., & DeRosa, N. (2014). Decreasing excessive functional communication responses while treating destructive behavior using response restriction. Research in Developmental Disabilities, 35, 2614–2623. https://doi.org/10.1016/j.ridd.2014.06.024.CrossRef

*Fisher, W. W., Thompson, R. H., Hagopian, L. P., Bowman, L. G., & Krug, A. (2000). Facilitating tolerance of delayed reinforcement during functional communication training. Behavior Modification,24(1), 3–29.CrossRef

Fuhrman, A. M., Fisher, W. W., & Greer, B. D. (2016). A preliminary investigation on improving functional communication training by mitigating resurgence of destructive behavior. Journal of Applied Behavior Analysis, 49, 884–899.CrossRef

Gage, N. A., Cook, B. G., & Reichow, B. (2017). Publication bias in special education meta-analyses. Exceptional Children,83, 428–445. https://doi.org/10.1177/0014402917691016.CrossRef

Gerow, S., Hagan-Burke, S., Rispoli, M., Gregori, E., Mason, R., & Ninci, J. (2018). A systematic review of parent-implemented functional communication training for children with ASD. Behavior Modification,42, 335–363. https://doi.org/10.1177/0145445517740872.CrossRefPubMed

*Greer, B. D., Fisher, W. W., Saini, V., Owen, T. M., & Jones, J. K. (2016). Functional communication training during reinforcement schedule thinning: An analysis of 25 applications. Journal of Applied Behavior Analysis,49(1), 105–121.CrossRef

Hagopian, L. P., Boelter, E. W., & Jarmolowicz, D. P. (2011). Reinforcement schedule thinning following functional communication training: Review and recommendations. Behavior Analysis in Practice,4, 4–16. https://doi.org/10.1007/BF03391770.CrossRefPubMedPubMedCentral

Hagopian, L. P., Fisher, W. W., Sullivan, M. T., Acquisto, J., & LeBlanc, L. A. (1998). Effectiveness of functional communication training with and without extinction and punishment: A summary of 21 inpatient cases. Journal of Applied Behavior Analysis, 31, 211–235. https://doi.org/10.1901/jaba.1998.31-211.CrossRefPubMedPubMedCentral

*Hagopian, L. P., Kuhn, S. A. C., Long, E. S., & Rush, K. S. (2005). Schedule thinning following communication training: Using competing stimuli to enhance tolerance to decrements in reinforcer density. Journal of Applied Behavior Analysis,38(2), 177–193.CrossRef

*Hanley, G. P., Jin, C. S., Vanselow, N. R., & Hanratty, L. A. (2014). Producing meaningful improvements in problem behavior of children with autism via synthesized analyses and treatments. Journal of Applied Behavior Analysis,47(1), 16–36.CrossRef

Heath, A. K., Ganz, J. B., Parker, R., Burke, M., & Ninci, J. (2015). A meta-analytic review of functional communication training across mode of communication, age, and disability. Review Journal of Autism and Developmental Disorders,2, 155–166. https://doi.org/10.1007/s40489-014-0044-3.CrossRef

Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children,71, 165–179.

Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1994). Toward a functional analysis of self-injury. Journal of Applied Behavior Analysis,27, 197–209. (Reprinted from Analysis and Intervention in Developmental Disabilities, 1982, 2, 3–20).CrossRef

Jessel, J., Ingvarsson, E. T., Metras, R., Whipple, R., Kirk, H., & Solsbery, L. (2018). Treatment of elopement following a latency-based interview-informed, synthesized contingency analysis. Behavioral Interventions, 33, 271–283. https://doi.org/10.1002/bin.1525.CrossRef

Kahng, S., Iwata, B. A., DeLeon, I. G., & Worsdell, A. S. (1997). Evaluation of the “control over reinforcement” component in functional communication training. Journal of Applied Behavior Analysis,30(2), 267–277.CrossRef

Kuhn, D. E., Chirighin, A. E., & Zelenka, K. (2010). Discriminated functional communication: A procedural extension of functional communication training. Journal of Applied Behavior Analysis, 43, 249–264. https://doi.org/10.1901/jaba.2010.43-249.CrossRefPubMedPubMedCentral

Kratochwill, T. R., Hitchcock, J. H., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., et al. (2013). Single-case intervention research design standards. Remedial and Special Education,34, 26–38. https://doi.org/10.1177/0741932512452794.CrossRef

Ledbetter-Cho, K., O’Reilly, M., Lang, R., Watkins, L., & Lim, N. (2018). Meta-analysis of tablet-mediated interventions for teaching academic skills to individuals with autism. Journal of Autism and Developmental Disorders,48, 3021–3036. https://doi.org/10.1007/s10803-018-3573-2.CrossRefPubMed

Ledford, J. R., Wolery, M., & Gast, D. L. (2014). Controversial and critical issues in single case research. In D. L. Gast & J. R. Ledford (Eds.), Single case research methodology: Applications in special education and behavioral sciences (pp. 377–396). New York: Routledge.CrossRef

Lowe, K., Allen, D., Jones, E., Brophy, S., Moore, K., & James, W. (2007). Challenging behaviours: Prevalence and topographies. Journal of Intellectual Disability Research,51(8), 625–636.CrossRef

Maggin, D. M., Pustejovsky, J. E., & Johnson, A. H. (2017). A meta-analysis of school-based group contingency interventions for students with challenging behavior: An update. Remedial and Special Education,38, 353–370. https://doi.org/10.1177/0741932517716900.CrossRef

Mancil, G. R. (2006). Functional communication training: A review of the literature related to children with autism. Education and Training in Developmental Disabilities,41, 213–224.

Mason, R. A., Davis, H. S., Boles, M. B., & Goodwyn, F. (2013). Efficacy of point-of view video modeling: A meta-analysis. Remedial and Special Education,34, 333–345. https://doi.org/10.1177/0741932513486298.CrossRef

Mayer, G. R., Sulzer-Azaroff, B., & Wallace, M. (2014). Behavior analysis for lasting change (3rd ed.). Cornwall-on-Hudson, NY: Sloan Publishing.

Muething, C. S., Falcomata, T. S., Ferguson, R., Swinnea, S., & Shpall, C. (2018). An evaluation of delay to reinforcement and mand variability following functional communication training. Applied Behavior Analysis, 51, 263–275.CrossRef

Muharib, R., Correa, V. I., Wood, C. L., & Haughney, K. L. (2019). Effects of functional communication training using GoTalk Now iPad application on challenging behavior of children with autism spectrum disorder. Journal of Special Education Technology, 34, 71–79. https://doi.org/10.1177/0162643418783479.CrossRef

Muharib, R., & Wood, C. L. (2018). Evaluation of the empirical support of functional communication training for children with autism spectrum disorder. Review Journal of Autism and Developmental Disorders, 5, 360–369. https://doi.org/10.1007/s40489-018-0145-5.CrossRef

Neely, L., Garcia, E., Bankston, B., & Green, A. (2018). Generalization and maintenance of functional communication training for individuals with developmental disabilities: A systematic and quality review. Research in Developmental Disabilities. https://doi.org/10.1016/j.ridd.2018.02.002.CrossRefPubMed

Park, C., Yelland, G., Taffe, J., & Gray, K. (2012). Brief report: the relationship between language skills, adaptive behavior, and emotional and behavior problems in preschoolers with autism. Journal of Autism and Developmental Disorders,42, 2761–2766. https://doi.org/10.1007/s10803-012-1534-8.CrossRefPubMed

Parker, R. I., Vannest, K. J., Davis, J. L., & Sauber, S. B. (2011). Combining nonoverlap and trend for single case research: Tau-U. Behavior Therapy,42, 284–299. https://doi.org/10.1016/j.beth.2010.08.006.CrossRefPubMed

Payton, M. E., Greenstone, H. M., & Schenker, N. (2003). Overlapping confidence intervals or standard error intervals: What do they mean in terms of statistical significance? Journal of Insect Science,3, 234. https://doi.org/10.1093/jis/3.1.34.CrossRef

Petscher, E. S., & Bailey, J. S. (2008). Comparing main and collateral effects of extinction and differential reinforcement of alternative behavior. Behavior Modification,32, 468–488. https://doi.org/10.1177/0145445507309032.CrossRefPubMed

Powell, D., Fixsen, D., Dunlap, G., Smith, B., & Fox, L. (2007). A synthesis of knowledge relevant to pathways of service delivery for young children with or at risk of challenging behavior. Journal of Early Intervention,29, 81–106.CrossRef

Reichow, B. (2011). Development, procedures, and application of the evaluative method for determining evidence-based practices in autism. In B. Reichow, et al. (Eds.), Evidence-based practices and treatments for children with autism (pp. 25–39). Boston: Springer.CrossRef

*Rispoli, M., Camargo, S., Machalicek, W., Lang, R., & Sigafoos, J. (2014). Functional communication training in the treatment of problem behavior maintained by access to rituals. Journal of Applied Behavior Analysis,47, 580–593.CrossRef

Rispoli, M., Ninci, J., Burke, M. D., Zaini, S., Hatton, H., & Sanchez, L. (2015). Evaluating the accuracy of results for teacher implemented trial-based function analyses. Behavior Modification,39, 627–653. https://doi.org/10.1177/0145445515590456.CrossRefPubMed

*Roane, H. S., Fisher, W. W., Sgro, G. M., Falcomata, T. S., & Pabico, R. R. (2004). An alternative method of thinning reinforcer delivery during differential reinforcement. Journal of Applied Behavior Analysis,37, 213–218.CrossRef

Schieltz, K. M., Wacker, D. P., Harding, J. W., Berg, W. K., Lee, J. F., Padilla Dalmau, Y. C., et al. (2011). Indirect effects of functional communication training on non-targeted disruptive behavior. Journal of Behavioral Education, 20, 15–32. https://doi.org/10.1007/s10864-011-9119-8.CrossRefPubMedPubMedCentral

*Shamlian, K. D., Fisher, W. W., Steege, M. W., Cavanaugh, B. M., Samour, K., & Querim, A. C. (2016). Evaluation of multiple schedules with naturally occurring and therapist-arranged discriminative stimuli following functional communication training. Journal of Applied Behavior Analysis,49, 228–250.CrossRef

Silk Scientific [UNSCANIT]. Utah: Orem

Simacek, J., Dimian, A. F., & McComas, J. J. (2017). Communication intervention for young children with severe neurodevelopmental disabilities via telehealth. Journal of Autism and Developmental Disorders,47, 744–767. https://doi.org/10.1007/s10803-016-3006-z.CrossRefPubMed

Smith, J. D. (2012). Single-case experimental designs: A systematic review of published research and current standards. Psychological Methods,17(4), 510.CrossRef

Snell, M. E., Brady, N., McLean, L., Ogletree, B. T., Siegel, E., Sylvester, L., … Sevcik, R. (2010). Twenty years of communication intervention research for individuals who have severe intellectual and developmental disabilities. American Journal on Intellectual and Developmental Disabilities, 115, 364–380. https://doi.org/10.1352/1944-7558-115-5.364.CrossRef

Stokes, T. F., & Baer, D. M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis,10, 349–367.CrossRef

Strand, R. C., & Eldevik, S. (2018). Improvements in problem behavior in a child with autism spectrum diagnosis through synthesized analysis and treatment: A replication in an EIBI home program. Behavioral Interventions, 33, 102–111.CrossRef

*Suess, A. N., Romani, P. W., Wacker, D. P., Dyson, S. M., Kuhle, J. L., Lee, J. F., … Waldron, D. B. (2014). Evaluating the treatment fidelity of parents who conduct in-home functional communication training with coaching via telehealth. Journal of Behavioral Education, 23, 34–59.CrossRef

Tiger, J. H., Hanley, G. P., & Bruzek, J. B. (2008). Functional communication training: A review and practical guide. Behavior Analysis in Practice,1, 16–23.CrossRef

Tincani, M., & De Mers, M. (2016). Meta-analysis of single-case research design studies on instructional pacing. Behavior Modification,40, 799–824. https://doi.org/10.1177/0145445516643488.CrossRefPubMed

Vannest, K. J., & Ninci, J. (2015). Evaluating intervention effects in single-case research designs. Journal of Counseling & Development,93, 403–411. https://doi.org/10.1002/jcad.12038.CrossRef

*Wacker, D. P., Harding, J. W., Berg, W. K., Lee, J. F., Schieltz, K. M., Padilla, Y. C., … Shahan, T. A. (2011). An evaluation of persistence of treatment effects during long‐term treatment of destructive behavior. Journal of the Experimental Analysis of Behavior, 96, 261–282.CrossRef

Walker, V. L., Lyon, K. J., Loman, S. L., & Sennott, S. (2018). A systematic review of Functional Communication Training (FCT) interventions involving augmentative and alternative communication in school settings. Augmentative and Alternative Communication, 34, 118–129. https://doi.org/10.1080/07434618.2018.1461240.CrossRefPubMed

Whalon, K. J., Conroy, M. A., Martinez, J. R., & Werch, B. L. (2015). School-based peer-related social competence interventions for children with autism spectrum disorder: A meta-analysis and descriptive review of single case research design studies. Journal of Autism and Developmental Disorders,45, 1513–1531. https://doi.org/10.1007/s10803-015-2373-1.CrossRefPubMed

Wong, C., Odom, S. L., Hume, K. Cox, A. W., Fettig, A., Kucharczyk, S., … Schultz, T. R. (2013). Evidence-based practices for children, youth, and young adults with Autism Spectrum Disorder. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, Autism Evidence-Based Practice Review Group.

Titel: Thinning Schedules of Reinforcement Following Functional Communication Training for Children with Intellectual and Developmental Disabilities: A Meta-analytic Review
Auteurs: Reem Muharib
Fahad Alrasheed
Jennifer Ninci
Virginia L. Walker
Ashley P. Voggt
Publicatiedatum: 27-08-2019
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 12/2019
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-019-04191-x

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 12/2019

Describing the Profile of Diagnostic Features in Autistic Adults Using an Abbreviated Version of the Diagnostic Interview for Social and Communication Disorders (DISCO-Abbreviated)

Race/Ethnicity-Resolved Time Trends in United States ASD Prevalence Estimates from IDEA and ADDM

College Access, Success and Equity for Students on the Autism Spectrum

Global Motion Perception in Autism Spectrum Disorder: A Meta-Analysis

Characterising the Sexuality and Sexual Experiences of Autistic Females

Pubertal Development Measurement in Children With and Without Autism Spectrum Disorder: A Comparison Between Physical Exam, Parent- and Self-Report